| Titre : | The Implementation of Gamification in the EFL Instructional Process: Case Study of First-Year LMD, Saida University |
| Auteurs : | MOHAMMADI Radhia Naila, Auteur ; P/LLA Dr. DRISSI Otmane Abdelkader, Directeur de thèse |
| Type de document : | texte imprimé |
| Editeur : | SAIDA [ALGERIE] : 1- University of Saida - Dr. Moulay Tahar / Faculty of Letters, Languages and Arts Department of English Language and Literature, 2023-2024 |
| Format : | 63p / CD |
| Langues: | Anglais |
| Catégories : | |
| Mots-clés: | language learning, EFL context, engagement, gamification, motivation, games. |
| Résumé : | Gamification refers to the design that attempts to bring about similar positive experiences as games do, and consequently affect learners‟ behaviour and cognitive processes. As the main inspiration of gamification is games, gamification commonly employs game mechanics (Nannan Xi& Juho Hamari, 2019). It is indisputable that English as a foreign language is not an easy process for both learners and instructors; however, the integration of gamification and its elements into the EFL instructional process has emerged to enhance language learning. Thus, the current work investigates the effectiveness of integrating gamification elements in the instructional process and its impact on learners‟ motivation and engagement. The study was carried out at the level of University of Dr Moulay Tahar, Saida, involving teachers and students in the English department. For the sake of achieving this aim, a mixed method approach is used along with three main research instruments namely students‟ questionnaire, teachers‟ interview, and classroom observation. The findings reveal that gamification can be a fruitful method and have an influential role in the EFL context, as it boosts learners‟ motivation and stimulates their engagement. Results also indicate that both teachers and learners at the University of Saida are aware of the academic significance of educational games as they are in favor of their implementation in the EFL instructional process. At the end of this work, the researcher suggests a series of recommendations for the appropriate use of gamification in the EFL classroom based on a set of contextual elements. |
| Note de contenu : |
Table of Content
Declaration of originality II Dedication III Acknowledgments IV Abstract V List of contents VI List of tables IX List of figures X List of appendices XI List of abbreviations XII General introduction 01 Chapter One: Literature Review 1/ Section one: Gamification…………………………………………..05 1.1 An Overview………………………………………………………..05 1.2 Definition…………………………………………………………...06 1.3Gamification Elements……………………………………………...07 1.4 The Role of Gamification…………………………………………..08 1.5 Gamification vs. Game-based Learning……………………………09 2/ Section two: Motivation…………………………………………….11 2.1Definition…………………………………………………………..11 2.2 Types of Motivation………………………………………….…….11 2.3 Cognitive Evolution Theory (CET)…………………………….….12 2.4Motivation Perspectives within Gamification………….………….13 2.5Motivation and Gamification………………………………………14 3/ Section three: Engagement…………………………………………15 3.1 Definition…………………………………………………………..15 VII 3.2The Experiential Learning Theory…………………………………16 3.3 Engagement component……………………………………………17 3.4Engagement and Gamification……………………………………..17 3.5 Conclusion…………………………………………………………18 Chapter Two: Research Methodology Setting the ground: 2.1 Introduction......................................................................................20 2.2 Data Collection Procedures...............................................................20 2.3 Research Design...............................................................................21 2.4 Research Setting and Target Population...........................................21 2.5 Research instruments........................................................................22 2.5.1 Student‟s Questionnaire.........................................................22 2.5.2 Teacher‟s Interview...............................................................23 2.5.3 Classroom Observation.........................................................23 2.6Limitations of the Study....................................................................23 2.7 Conclusion.........................................................................................24 Chapter Three: Data Analysis and Interpretation 3.1 Introduction...................................................................................26 3.2 Research Findings..........................................................................26 3.2.1 Questionnaire Results Analysis.............................................26 3.2.2 Interview Results Analysis....................................................35 3.2.3 Classroom Observation Analysis..........................................39 3.3 Interpretation of the Findings.......................................................42 VIII 3.3.1 Questionnaire Result Interpretation................................42 3.3.2 Interview Results Interpretation.....................................44 3.3.3 Observation Results Interpretation.................................47 3.4 Overall Discussion..................................................................48 3.5 Recommendations...................................................................49 3.6 Conclusion...............................................................................50 General conclusion……………………….……………...……..52 Bibliography……………………………………………………53 Appendices………………………………………………………59 Abstract in Arabic………………………………………………63 Abstract in French………………………..……………………63 |
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